In this article, instead of addressing issues of clinical knowlefge of education directly, I think carefully about my experience of writing and revising a high school Civics textbook (KITOGAKKO GENDAI-SHAKAI) and summarize the practical wisdom that I have acquired during the course in terms of the following three mottos.1.Reversing orders2.Changing parts of speech, and3.Transgressing borders.First, I propose (and actually have carried out in the textbook I have written)changing tracks within the framework of official teaching guidelines (GAKUSHU-SHIDO-YORYO).To illustrate, I reverse the authorized order in the guidelines and put the item of 'the ethic of democratic of Society' prior to the study of Constitution of Japan.Likewise, with regard to the contemporary social issues, I suggest that high school students had better start by learnig about the local familiar affairs, i.e. 'the affuent society and welfare society', and move on to more and more global and intricate issues (such as global environmental problems).Second, I try to paraphrase basic abstract terms such as 'rifht', 'responsibility' and 'freedom' by way of changing parts of speech.It seems best to me to make full use of verbal and adjectival phrases that correspond to such abstract nouns.For ezample, 'himan reghts' can be explained by restating that they are so important to us that if one deprived you of any of them, you would cease to be what you are.In this case, I drew on the definiton given by Michael Freeden, namely "a human right is a conceptual device, expressed in linguistic form, that assigns priiority to certain human or social attributes regarded as essential to the adequate functioning of a human being."Third, I insist on collaboration among three Civics courses : Contemporary Society (GENDAISHAKAI), Ethics (RINRI)and Politics and Economy (SEIGI-KEIZAI).This collaboration is meant for efficiently elucidating basic conceppts common to these courses (e.g., 'good', 'value', and 'duty'), which have been taught separately in each.Finally, I conclude my paper by a critical comment on the ongoing governmental intervention to elementary moral education, specifically, the top-down distribution of materials entitled 'KOKORO NO NOTO'at public expense.Tjis pocy betrays the lack og a proper social or institutionall point of view, and is meant to control student's minds clinically.
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